Voices From Here

Using the circle discussion strategy, open a discussion about Andre Carrier’s interview. Encourage students to raise their own questions and answer one another’s questions. Teachers are encouraged to create and select questions that are appropriate for their classroom, but possible questions include: 1. Does anything require clarification? 2. What does Andre Carrier’s interview reveal about language and race relations in 1950s Manitoba? Think of the angels and devils story. 3. Based on Andre Carrier’s interview, what did you learn about day-to- day experiences for Métis students who attended his day school? 4. What can this interview — and the nun’s reaction in particular — tell us about how child abuse was handled at the school? 5. How did Andre’s early experiences at school affect his education? How do you think unsafe school environments affected other Métis children’s educational and employment outcomes? 6. What does this interview reveal about his healing process and the importance of speaking out? 7. What else stood out to you about his experiences? PART II: CIRCLE DISCUSSION After viewing Andre Carrier’s interview, have students write a news article discussing his experience in the education system. The article should use quotes from Andre’s testimony to explore what happened to him and the impact his childhood experiences had on his education and his adult life. It should also address the larger causes and consequences of the school system, both systemic and individual. Have students research the history of Métis education and the residential school system (particularly Métis experiences) to put Andre’s experience in context. Supply students with guiding questions to help with their research. For example: What level of government was responsible for Métis education? What determined where Métis students went to school? What were the consequences of these school systems? Ask them to think about how the schools affected the students, their families, and their communities, in terms of both physical and psychological consequences. RESEARCH RESOURCES: • Chapter 6 of Canada’s Residential Schools: The Métis Experience from the Truth and Reconciliation Commission (4 pages) • Métis Experiences at Residential School on The Canadian Encyclopedia • Residential Schools Podcast: Métis Experiences The article should be 300 to 500 words in length. Remind students about the elements that make a successful news story, and show examples. Some elements to consider: • A compelling and descriptive headline • An engaging opening sentence or “hook” • Covering the 5Ws in the opening section • Featured quotations • Short paragraphs • Images to help illustrate the experience, with captions and credits MODIFICATION: Have students work together to do research, and complete a graphic organizer in their first language to arrange ideas. Consider allowing students to write a shorter article with more photographs. PART III: MÉTIS EDUCATIONAL EXPERIENCES — CONSEQUENCES CAUSE AND CONSEQUENCE Historians want to understand both the causes and impacts of past events. Exploring this complex relationship reminds us that historical events are not inevitable. The origins and causes of events are multi-dimensional; we must explore long- and short-term factors, study context (conditions, attitudes, and ideologies), and consider the power that humans exercise. Some consequences are expected, while others are unexpected. STILLS FROM ANDRE CARRIER VIDEO (HISTORICA CANADA). In 2016, the Supreme Court of Canada ruled in the Daniels case that the federal government is responsible for laws governing Métis and Non-Status Indians. This means that the federal government should provide effective programs and services to both groups, though it is not legally obligated to do so. 7